Unity of knowing and acting: an empirical study on a curriculum approach to developing students’ translation technological thinking competence

He, Yan; Tao, Youlan

doi:10.1080/1750399x.2022.2101849

Cited by 3 publications

(11 citation statements)

References 26 publications

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“…The prevailing viewpoint in research on attitudes constructs is to decompose them into affective and cognitive components ( Wenden, 1991 ; Liaw, 2002 ). Although there still lacks clearly defined constructs for attitudes towards translation technology, we can combine the existing CALL attitude model ( Vandewaetere and Desmet, 2009 ) and the TTTC model ( He and Tao, 2022 ) as the framework for understanding. The CALL attitude model by Vandewaetere and Desmet (2009) mainly deals with the affective dimension.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…( Vandewaetere and Desmet, 2009 ; Zarrinabadi et al, 2022 ). The TTTC model by He and Tao (2022) mainly concerns the cognitive dimension. It echoes the call for “mindful technology” raised by Varlotta (2018) , emphasizing that students should be self-aware to apply analytical, evaluative, and creative thinking when using technologies ( He and Tao, 2022 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Teacher influence concerns the extent to which teachers’ passion or encouragement influences students’ perceptions toward translation technology ( Vandewaetere and Desmet, 2009 ). Mindfulness about translation technology denotes the degree to which students can be aware of applying translation technology critically and creatively ( He and Tao, 2022 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In terms of what to teach, scholars have conducted enormous research on its teaching contents and resources in various sub-topics, such as computer-assisted translation ( Doherty and Moorkens, 2013 ; Enríquez Raído, 2013 ; Shuttleworth, 2017 ; Rodríguez-Castro, 2018 ), term management ( Martínez and Benítez, 2009 ), localization ( Jiménez-Crespo and Tercedor, 2011 ; Jiménez-Crespo, 2013 ), statistical machine translation ( Doherty and Kenny, 2014 ), machine translation and post-editing ( Moorkens, 2018 ; Guerberof Arenas and Moorkens, 2019 ), technical writing ( Tao et al, 2020 ), specialized corpora ( Rodríguez-Inés, 2013 ), python-based repository ( Krüger, 2021 ), and data science ( Yan and Wang, 2022 ). Meanwhile, topics like the technological skill-sets that student translators are required to acquire were often discussed ( Austermühl, 2013 ; Gaspari et al, 2015 ; He and Tao, 2022 ). In terms of how to teach, scholars have delved into designing instructions underlying socio-constructive learning, for instance, simulations ( González Davies and Enríquez Raído, 2016 ; Krüger, 2016 ; Killman, 2018 ; Mellinger, 2018 ), projects ( Guerberof Arenas and Moorkens, 2019 ; Mitchell-Schuitevoerder, 2020 ; He and Tao, 2022 ), learning portfolio empowerment ( Calvo, 2017 ; Rico, 2017 ), the ecosystem of translator workstation ( Mo and Man, 2017 ), autonomous learning ( Shuttleworth, 2017 ; Nunes Vieira et al, 2021 ), cross-module integration ( Doherty and Kenny, 2014 ; Gaspari et al, 2015 ; González Pastor and Rico, 2021 ), and virtual and blended learning ( Rodríguez-Castro, 2018 ; Wang and Wang, 2021 ; Sha et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, topics like the technological skill-sets that student translators are required to acquire were often discussed ( Austermühl, 2013 ; Gaspari et al, 2015 ; He and Tao, 2022 ). In terms of how to teach, scholars have delved into designing instructions underlying socio-constructive learning, for instance, simulations ( González Davies and Enríquez Raído, 2016 ; Krüger, 2016 ; Killman, 2018 ; Mellinger, 2018 ), projects ( Guerberof Arenas and Moorkens, 2019 ; Mitchell-Schuitevoerder, 2020 ; He and Tao, 2022 ), learning portfolio empowerment ( Calvo, 2017 ; Rico, 2017 ), the ecosystem of translator workstation ( Mo and Man, 2017 ), autonomous learning ( Shuttleworth, 2017 ; Nunes Vieira et al, 2021 ), cross-module integration ( Doherty and Kenny, 2014 ; Gaspari et al, 2015 ; González Pastor and Rico, 2021 ), and virtual and blended learning ( Rodríguez-Castro, 2018 ; Wang and Wang, 2021 ; Sha et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

Tian

Jia²,

Zhang³

2023

Front. Psychol.

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IntroductionDespite the growing attention paid to the research of translation technology teaching (TTT), there is still a lack of studies on students’ attitudes and the motivational factors in relation to it. To this end, the paper reports on a questionnaire-based study that describes students’ attitudes towards translation technology (in the Chinese MTI context) and explores its structural relations with translation mindsets and future work self.MethodsData were collected from 108 grade 2021 MTI students of three selected Chinese universities and analyzed using descriptive statistics and structural equation modeling (SEM).ResultsThe results demonstrate that Chinese MTI students’ overall attitudes towards translation technology are slightly positive. So far, they perceive translation technology to be slightly effective for translation and are slightly mindful of it. They are slightly influenced by teachers and still feel inhibited when learning and using it. Furthermore, the results also indicate that growth translation mindsets positively influence students’ attitudes towards the effectiveness of translation technology, teacher influence, exhibition to translation technology, and mindfulness about translation technology, whereas fixed translation mindsets only negatively predict students’ teacher influence. Likewise, future work self-salience positively associates with students’ attitudes towards the effectiveness of translation technology and mindfulness about translation technology, while future work self-elaboration positively relates to students’ exhibition to translation technology. Among them, growth translation mindsets are the strongest predictor for all attitudes components.DiscussionTheoretical and pedagogical implications are also discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

Tian

Jia²,

Zhang³

2023

Front. Psychol.

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A new role for translators and trainers: MT literacy consultants

Ehrensberger‐Dow

Benites

Lehr

2023

The Interpreter and Translator Trainer

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Translation Technology and Ethical Competence: An Analysis and Proposal for Translators’ Training

Ramírez-Polo

Vargas-Sierra

2023

Languages

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The practice of translation today is inextricably linked to the use of technology, and this is reflected in how translator training is conceptualized, with technologies present in every area of such training. More and more authors have begun to voice their concerns about the ethical issues posed by the use of technology and artificial intelligence systems, and our focus here is to ask whether such concerns are being reflected in pedagogical models and teaching programs in the field of translation. To this end, we analyze a variety of translation and translation technology (TT) competence models, together with a review of the literature on ethics, and a corpus analysis of TT syllabi to explore the different sub-competences addressed in these. The analysis reveals that ethical competence is not specifically addressed in TT classes, or at least it is not reflected in our corpus. The literature review also illustrates a dearth of specific competence models for TT classes, as well as a lack of pedagogical interventions to develop ethical sub-competence, something we aim to address by developing a series of new models and tools. We conclude that the inclusion of ethical issues in the TT classroom is still far from widespread, despite it being a necessary step towards enabling new generations to act critically and professionally.

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Unity of knowing and acting: an empirical study on a curriculum approach to developing students’ translation technological thinking competence

Cited by 3 publications

References 26 publications

Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self

A new role for translators and trainers: MT literacy consultants

Translation Technology and Ethical Competence: An Analysis and Proposal for Translators’ Training

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